Collaborative Approach NAGC · COGNITIVE TRAITS Superior verbal communication skills (often not written skills) Executive functioning deficits in planning, prioritizing, and organizing

A COLLABORATIVE APPROACH TO PROFESSIONAL DEVELOPMENT

Gifted, Special Education, and English Language Learners

Johnston Community School DistrictPresentation found on JCSD website

Part of Student Support & Equity

New positions: Teacher Leader-ship Initiative in IowaExtended Learning – 8English speakers of Other Languages- 10Special Ed- 62

DISTRICT DEMOGRAPHICS Student population: 7400Gifted- required by state to identify & serve: 10%IEP: 10%English Speakers of Other Languages ELL: 9.6 %Title 1: 3.1%504 Plan: 3.5%At Risk: 14%

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Differentiation and the Struggling Learner, High Achiever, and Speakers of Other Languages

What does this look like for….?

IDENTIFYING SPECIAL POPULATIONS For Extended

Learning Programming

(ELP)

ENGLISH LANGUAGELEARNER

SPECIAL EDUCATION

GIFTED

RECOGNIZING AND DEVELOPINGSTRENGTHS AND POTENTIAL IN:

● Humanities (Literacy and Communication)

● Science, Technology, Engineering, and Mathematics (STEM)

● Gifted in both areas (Personalized Ed. Plan)

SPECIAL EDUCATION

Gifted characteristics can mask disabilities or the disability can mask the gifted behavior

Look for strengths, not deficits

Types of Twice-Exceptionality: Gifted and…

• Physical Disabilities• Sensory Disabilities• Asperger Syndrome• Emotional and/or Behavioral Disorders• ADHD• Learning Disabilities

Adapted from The Twice-Exceptional Dilemma, National Education Association, 2006ADHA

COGNITIVE TRAITS

● Superior verbal communication skills (often not written skills)● Executive functioning deficits in planning, prioritizing, and organizing● High energy level● Distractible, unable to sustain attention● Highly creative, imaginative, or curious● Slow processing speed but high quality products● Auditory processing deficits and difficulty following verbal instructions● Unable to think in a linear fashion● Thinks in “big picture” style● High level of reasoning and problem-solving abilities● Visual learner● Able to develop compensation skills for their area of difference, may

appear “average” instead of deficit on standardized tests

ACADEMIC TRAITS

● Demonstrates inconsistent or uneven academic skills● Work can be extremely messy● Hates drill and practice assignments● Advanced ideas and opinions● Penetrating insights● Poor penmanship and problems completing paper-and-

pencil tasks● Avoids school tasks, frequently fails to complete

assignments● Appears unmotivated● Advanced vocabulary● Difficulty expressing feelings or explaining ideas or

concepts

INTERPERSONAL TRAITS

● Difficulty relating to peers, poor social skills and/or antisocial behavior

● Capable of setting up situations to own advantage● Cannot read social cues● Lacks self-advocacy skills● Disruptive or “clown” behavior● Target of peer mocking or aggression● Isolated from peers, non-participatory

INTRAPERSONAL TRAITS

● Highly sensitive to criticism● Perfectionist who is afraid of making a mistake● Denies problems and/or blames others for

mistakes● Behaves impulsively● Self-critical, has low self-esteem● High levels of anxiety and/or depression● Easily frustrated, gives up quickly on tasks

● Prior academic performance● Parent interviews● Portfolio assessments● Performance-Based Assessments: initial testing in an area, intervention, then retesting after interventions● Teacher, Peer or parent nominations● Progress-monitoring assessments

Diagnostic Assessments

Criteria to help assess:

ENGLISH LANGUAGE

LEARNERS

Demonstrating ability within the cultural context of learning a second language. Ignoring cultural or environmental influences may limit identification to particular cultural groups

TEACHERS WILL NOTE STUDENTS WHO:

Are demonstrating advanced language, acculturation* or reasoning skills compared to others who have been in a U.S. school for a similar length of time

English proficiency is not

a requirement for ELP

TRAITS OF EL STUDENTS WHO MAY BE GIFTED:● Acquires a second (or third) language rapidly● Demonstrates proficiency levels that are above other EL students who have been in the country a similar amount of time● Shows high ability in mathematics● Displays a mature sense of diverse cultures and languages● Switches easily in thinking in both languages● Demonstrates advanced awareness of American expressions (grasps jokes/word play quickly)● Translates at an advanced level (orally)● Navigates appropriate behaviors successfully within both cultures● Reads in native language two grade levels above their current (potential parent interview)● Thinks creatively, comes up with new and unusual responses

CRITERIA TO ASSESS GIFTEDNESS IN EL STUDENTS:● ELPA 21 English language proficiency tests● Acculturation scales (AQS) referral team document● Input from the student’s cultural group● Prior academic performance● Performance within their home/heritage language or with other symbol systems (quantitative or nonverbal) Nonverbal assessment should not be used in isolation for identification.● Parent interviews (interpreter may be needed)● Portfolio assessments● Performance-Based Assessments: initial testing in an area, intervention, then retested. Those with strong cognitive strategies may master new material rapidly.● Teacher, peer or parent nominations

UNDER-RESOURCED STUDENTS

Family income is the government's preferred way of addressing diversity and under-representation in K-12.

Early experiences greatly influence school performance.

Using group-specific norms within a population will serve to increase the representation rates/equity

A “RESOURCED” STUDENT HAS MOST OF THE FOLLOWING:FinancialHas necessary school suppliesHas food every evening and twice a day on weekendsWears different clothing five days a weekHas more than one pair of shoesHas a stable place to live (not a car, shelter, move every few months)Has a book of his/her ownHas access to transportation outside of schoolLanguageCan use the formal language of the dominant cultureCan tell a story in chronological orderCan ask questions syntacticallyCan write using formal organizational patternsCan sort what is and is not important in nonfiction text

A “RESOURCED” STUDENT HAS MOST OF THE FOLLOWING:EmotionalControls impulsivity most of the timeControls angerHas positive self-talkCan resolve a problem with wordsCan plan for assignments and behaviorCan predict outcomes based on cause and effectHas words to name feelingsMentalCan read at a rate that is required for grade levelCan write for the task requiredCan add, subtract, multiply and divide as required by the grade levelUnderstands money as represented on paperCan read a mapCan follow written directionsCan sequence a task and make a plan and finishCan sort what is and is not important in a task or text

A “RESOURCED” STUDENT HAS MOST OF THE FOLLOWING:

Optimism and HopeHas hope for the futureBelieves in personal ability to impact his/her own life

Physical Has protein in nutrition on a daily basisUsually free of illnessBrushes teeth on daily basisHas access to healthcareCan see and hear wellGets sufficient sleepClothes, hair and body are cleanFree from physical and sexual abuseCan focus with energy needed for a taskEngages in daily exerciseHas unstructured time to relax daily

A “RESOURCED” STUDENT HAS MOST OF THE FOLLOWING:Relationships/Role modelsHas at least one adult on the staff who knows and cares about he studentCan identify traits he/she admires in a role modelCan identify the kind of person she/he does not want to beCan give and accept a complimentHas an individual he/she can trustKnows the history and examples of successful individual in her/his family or racial/cultural past

Knowledge of hidden rulesCan identify and avoid the “pet peeves” of the person in chargeCan assess a situation to determine what behaviors would or would not be successfulCan assess the unspoken cueing mechanisms in a situation and use that to his/her advantageCan learn/work for someone even if he/she does not like them

A “RESOURCED” STUDENT HAS MOST OF THE FOLLOWING:

Support SystemsHas parent(s) who are supportive of school Has at least one adult who is the support system for the household and not the childHas at least two adults who care about and nurture him/herHas at least two peers who are nurturing and not destructiveCan identify one group to which she/he belongsInvolved in an activityCan make new friends

Elementary: draw a picture/talk about their household, tell stories, do journal writing with blanks for fill in

Secondary: share experiences, have individual conferences, write about one’s self

How do we assess resources?

STRATEGIES TO IDENTIFY CHILDREN OF POVERTY:

● Use of nonverbal assessments, ● Lowering standardized test scores thresholds for

subgroups/local norms, ● Use of assessments that may be less biased. ● Look at strengths rather than deficits, then provide

assistance and scaffolding to succeed.

CHARACTERISTICS OF A STUDENT WHO MAY BE GIFTED BUT DOES NOT MEET STANDARDIZED TESTING CRITERIA: (FROM THE HOPE RATING SCALE)

❏ Performs or shows high potential for performing at high levels❏ Sensitive to large or deep issues of human concern❏ Self-Aware❏ Shows compassion❏ Leader within age/peers❏ Eager to explore new concepts❏ Exhibits intellectual intensity❏ Interacts effectively with adults or older students❏ Uses alternative processes❏ Thinks “outside the box”❏ Has intense interests

HOW MIGHT WE SERVE THESE STUDENTS APPROPRIATELY?

● Scheduled Programming /pull-out for social emotional & academic needs○ May or may not need scaffolding or front-

loading● ELP one-on-one support● Math Acceleration● Whole Grade Acceleration● Independent Study

RESOURCESBaum, S. B. Schader, R. M. and Hebert, T.P. (2014) Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58, 311-327. Thousand Oaks, CA: SAGE Publishers.

Borland, J. H. (2014). Identification of gifted students. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education(2nd ed., pp. 323-342). Waco, TX: Prufrock Press.

Callahan, C. M. (2005). Identifying gifted students from underrepresented populations. Theory Into Practice, 44, 98–104. doi:10.1207/s15430421tip4402_4.

Gentry, M. (2014) Total School cluster grouping & differentiation, 2nd ed., Waco, TX: Prufrock Press.

Hart, B., & Risley, T.R. (2003) The early catastrophe: The 30 million word gap by age 3. American Educator, Spring, 4-9. Retrieved from https://www.aft.org/sites/default/files/periodicals/TheEalryCatastrophe.pdf

Iowa Department of Education. (2008). Identifying gifted and talented English language learners. Des Moines, IA: Author. (Updates provided by Melissa Grinstead, District EL Teacher Leader, 2017).

Lewis, L.C., Rivera, A. and Roby, D. (2012) Identifying culturally and linguistically diverse gifted students. Waco, TX: Prufrock Press.

RESOURCES P. 2Lewis, L.C., Rivera, A. and Roby, D. (2012) Identifying culturally and linguistically diverse gifted students. Waco, TX: Prufrock Press.

Payne, R.K. (2008). Under-resourced learners. Highlands, TX: aha! Process, Inc.

Peters, S.J. & Engerrand, K.G. (2016). Equity and Excellence: Proactive efforts in the Identification of underrepresented students for gifted and talented services. Gifted Child Quarterly. 60, 3. Thousand Oaks, CA: SAGE Publishers.

Slocumb, P.D. & Payne, R. K. (2011). Removing the Mask. Highlands, TX: aha! Process, Inc.

Trail, B. A. (2011). Twice-Exceptional gifted children. Waco, TX: Prufrock Press.

U.S. Department of Justice & U.S. Department of Education. (2011). Guidance on the voluntary use of race to achieve diversity and avoid racial isolation in elementary and secondary schools. Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/guidance-ese-201111.html

Various authors. (2013). Gifted Child Quarterly. Special issue on Twice-Exceptionality. 57. 207-262. Thousand Oaks, CA: SAGE Publishers.

Various authors. (2018). Gifted Child Quarterly. Special issue: Gifted students from low-income households. 62, 3-144. Thousand Oaks, CA: SAGE Publishers.

THANKS HTTPS://WWW.JOHNSTONCSD.ORG/DEPARTMENTS/STUDENT-SUPPORT-EQUITY/EXTENDED-LEARNING-PROGRAM-ELP/FRIENDS-JOHNSTON-ELP/RESOURCES/

Extended Learning Program Staff:

Kathy Paul, Sue Cline, Molly McConnell, Colleen Ites, Kristen Hartman, Mitzi Hetherton, Kate Florer, Nikki Paradise-Williams.

English Speakers of Other Languages:

Melissa Grinstead, Instructional Coach & Staff

Special Education Director: Vickie McCool

Karen Carroll, Instructional Coach & Staff